A Pedagogic Compact: Retrieving 'Powerful' Educational Knowledge from "Didaktik" and Curriculum Studies

Autor/inn/en	Muller, Johan; Hoadley, Ursula
Titel	A Pedagogic Compact: Retrieving 'Powerful' Educational Knowledge from "Didaktik" and Curriculum Studies
Quelle	In: Journal of Curriculum Studies, 53 (2021) 2, S.166-178 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muller, Johan) ORCID (Hoadley, Ursula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2021.1887360
Schlagwörter	Educational Philosophy; Elementary Secondary Education; Achievement Tests; Science Achievement; Mathematics Tests; Science Tests; Foreign Countries; International Assessment; Mathematics Achievement; Comparative Analysis; Graduate Students; Humanities; Teacher Education Curriculum; College Faculty; Secondary School Students; Foreign Policy; Universities; South Africa; Trends in International Mathematics and Science Study; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Geisteswissenschaften; Humanwissenschaften; Fakultät; Sekundarschüler; Außenpolitik; University; Universität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	We set out to address the question--what does it mean for educational knowledge to be 'powerful'? We compare the Anglo tradition of curriculum studies with the "Didaktik" tradition through the lens of an analysis of curriculum structure in postgraduate courses in South African universities rooted in either the Anglo or "Didaktik" tradition. This analysis of curriculum structure affords a view of each tradition that we argue is 'powerful', but in different ways. While "Didaktik" provides a humanities-based curriculum coherence in teacher education, curriculum studies offers social scientific possibilities for empirical inquiry. We make the argument that a strategic entente cordiale, or pedagogic compact, would strengthen the professional position of teachers and education academics in the respective countries. This is particularly so in the context of threats posed by instrumental trends driven by educational sciences underpinning TIMSS, Pisa and the like. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01